Alzheimer's disease is likely to be one of the challenges for the early part of the 21st century. Better knowledge of the molecular biology, genetics and pathogenesis of the condition have led to a host of psychopharmacological compounds being developed which may help in its the treatment, while epidemiological studies have suggested that existing treatments for other chronic conditions may have an effect on the presentation of Alzheimer's disease.

Interest in the relationship between mother-child interactions and mental health has two sources: awareness of the importance of correct parenting in personal development; and the exploration of postnatal mental illness.

It is now well established that children of parents who have psychiatric disorders are at risk of developing disturbances themselves (Rutter, 1989; Garmezy & Masten, 1994). Of particular concern is that these disturbances may persist well after remission of the parental disorder. Eating disorders occur commonly among women of child-bearing age (Szmukler, 1985; Fairburn & Beglin, 1990) and the prevalence seems to be rising (Treasure et al, 1996). Estimates indicate that at least 2% of women aged 16–40 suffer from bulimia nervosa or anorexia nervosa, and up to 4% when other eating disorders are considered (Fairburn & Beglin, 1990; Hoek, 1993). It is therefore surprising that the potential implications for their offspring have received so little attention until recently. Knowledge of whether these children are at risk and the mechanisms underlying any transmission of disturbance is important so that appropriate treatment can be instituted and preventive strategies put in place.

Liaison psychiatrists are frequently asked to see people with chronic, debilitating and unexplained physical symptoms, in particular chronic pain and chronic fatigue. People with these conditions have often seen many doctors and received multiple medical investigations, but rarely have had any effective treatment or even explanation for their symptoms. There are many reasons for focusing on occupational factors in this patient group. First, many people may attribute their symptoms to workplace exposures. For example, back pain may commonly be put down to accidents; upper limb disorders to use of keyboards or repetitive manual tasks; and headaches and fatigue to visual display units or air conditioning. These attributions have prognostic and legal implications, and are likely to affect the course of treatment. Second, for those who have had prolonged sickness absence, it is often necessary to make decisions regarding return to work or to help them negotiate the often lengthy and complex medical retirement process. This may be a major stumbling block in managing such people. Finally, psychiatrists are frequently invited to write medico-legal reports regarding the role of occupational factors in causing unexplained physical symptoms. This article aims to address these issues and provide some practical guidance to clinicians.

In 1899, Maudsley wrote:

Recent research confirms that a range of psychological problems and psychiatric disorders are common in people with diabetes. Such problems are important not only because of the suffering caused, but also because of their impact upon the management and outcome of the diabetes itself. This article reviews the psychosocial impact of diabetes and its treatment, describes the range of psychological problems and psychiatric disorders which commonly occur in people with diabetes, and outlines the role of the psychiatrist in the recognition and management of these clinical problems.

There is now a greater awareness among academics that teaching skills, like clinical and research skills, must be acquired and practised, usually over an extended period of time. In addition, teachers have a great responsibility in ensuring that medical students develop the knowledge, skills and attitudes to enable them to become competent and effective doctors. Although teaching theory is complex, attention to a few simple techniques and careful planning of teaching sessions and courses can greatly improve the experience for both students and teachers. This article discusses some of the theoretical aspects of teaching medical students and is followed by three articles which specifically address the teaching of child and adolescent, general and old age psychiatry to medical undergraduates.

The aim of this article is to set the teaching of child and adolescent psychiatry to medical undergraduates in the framework of current educational theory and General Medical Council (1993) curriculum guidelines. The objectives are to:

(a) outline the main reasons for teaching child and adolescent psychiatry in the medical undergraduate curriculum;

(b) discuss placement of child and adolescent psychiatry teaching in the curriculum;

(c) outline relevant content;

(d) describe appropriate teaching methods; and

(e) describe assessment and evaluation procedures.

The future of psychiatry lies not only with advances in treatment, but also with the number and quality of undergraduates attracted into psychiatry. As the quality of teaching of psychiatry to undergraduates is probably one of the factors determining choice of a career in psychiatry (Sierles & Taylor, 1995), it is to be hoped that improved quality of teaching will not only enhance clinical practice and patient care, but also lead to an increase in the numbers of medical students who choose a career in psychiatry.

There are many different course designs for the teaching of old age psychiatry. It may be taught in blocks or spread over the undergraduate curriculum and/or integrated with either psychiatry or medicine for the elderly. Whichever approach is used, at the end of their undergraduate training, students should have the same core knowledge, skills and attitudes.